VISION Every single US individual upon reaching adulthood is equipped with the skills, knowledge,...

1. PROOF POINTS Summit Schools are proof points, models, and incubators of Summit Personalized Learning environments.

1.1. Summit Schools and Strategic Services supporting Summit schools are sustainable on public school dollars.

1.1.1. All available public sources are earned. #1617Services

1.1.1.1. Schools are fully enrolled.

1.1.1.2. Revenue generating reports are submitted on-time and accurately to funding sources (i.e. interim reports, 20-days, Prop 39, Title, Lunch).

1.1.1.3. Revenue generating data is collected completely and tracked accurately (i.e. FRL counts, attendance).

1.1.1.4. New public revenue streams are proactively sourced.

1.1.2. Each Summit school has accumulated a reserve of 30% of operating expenses by year 7 of operations. #1617Services

1.1.2.1. Each year, every Summit school budget balances with surplus on-track to build or maintain reserve. #1617Services

1.1.2.2. SPS Start-up grant sufficiently covers start-up costs of school. #1617Services

1.1.2.3. Unnecessary expenses are avoided. (Expenses are aligned to values). #1617Services

1.1.3. School support services are sustainable on school-site service fees. #1617Services

1.1.3.1. Level of school services meet SPL environment needs. #1617Services

1.1.3.2. Support-service usage is accurately tracked and priced.

1.1.4. Leaders develop and manage sustainable budgets. #1617Services

1.1.4.1. Leaders know how to develop short and long term budgets.

1.1.4.2. Leaders monitor budgets.

1.1.4.3. Leaders make budget decisions aligned with goals of organization.

1.1.4.4. Leaders are held accountable for budget outcomes.

1.2. Students leave Summit Schools with the Summit Personalized Learning Outcomes.

1.2.1. Available student seats are filled.

1.2.1.1. Students persist at Summit schools from their entry year to graduation.

1.2.1.2. Schools are open. #1617Services

1.2.1.3. Incoming grades are fully enrolled.

1.2.2. Students meet Summit Personalized Learning outcomes: - Master focus areas - Earn grade-level cognitive skill scores - Demonstrate grade-appropriate habits of success - Practice real-world experiences

1.2.2.1. Students have a sense of motivation.

1.2.2.2. Academic environment supports Summit Personalized Learning outcomes.

1.2.2.3. Teachers facilitate Summit Personalized Learning.

1.2.3. Students are college-ready by external standards (balancing).

1.2.3.1. External assessments demonstrate evidence of college readiness.

1.2.3.2. Students are eligible and able to attend college without remediation.

1.3. Summit Schools have a culture of continual improvement.

1.3.1. Processes for continual improvement are embedded throughout the Summit Schools.

1.3.1.1. All programs are developed, monitored, and improved on Lean Startup build-measure-learn cycles.

1.3.1.2. All school site faculty are trained in, supported in, and practice basic improvement science practices aligned to professional goals, demonstrated student needs, and school/organizational priorities.

1.3.1.3. All school site faculty set yearly professional goals.

1.3.1.4. All school site faculty enact plans to meet their professional goals.

1.3.1.5. All school site faculty members have a coach.

1.3.2. Products of continual improvement processes are compelling, yielding increased performance.

1.3.2.1. All programs demonstrate improvement in quality, consistency, and/or accessibility year-to-year.

1.3.2.2. Organization-wide improvement efforts yield significant progress towards aim.

1.3.2.3. Returning school site faculty have professional plans with professional goals that they are trying to achieve.

1.3.3. Improvements are institutionalized.

2. SCALE Lots of schools across the US become Summit Personalized Learning environments.

2.1. Enough schools are recruited to do Summit Personalized Learning.

2.1.1. Teachers and school leaders are aware of Summit Personalized Learning and of Basecamp and consider it as an appealing option to realize their goals.

2.1.1.1. Positive media generates broad awareness for Summit Personalized Learning.

2.1.1.2. Digital campaigns are able to generate awareness of Summit Personalized Learning.

2.1.1.3. Events and conferences are successful in building awareness and thought leadership for Summit Personalized Learning.

2.1.2. Educators and school leaders believe that Summit Personalized Learning will help them meet their education goals and commit to Summit Personalized Learning.

2.1.2.1. Teachers and school leaders engage in experiences that show them SPL can help them successfully achieve their goals and motivate them to apply.

2.1.2.2. Schools understand the requirements for SPL through the application process.

2.1.2.3. Schools commit to and declare their readiness for SPL by successfully completing the Basecamp application.

2.2. Pilot team creates a Summit Personalized Learning environment.

2.2.1. In their pilot year, schools are ready to create an SPL environment.

2.2.1.1. Operational structures are aligned for SPL (e.g. adopt: 1:1 devices, appropriate internet bandwidth, schedule adjustments, grading policy, NWEA MAP use).

2.2.1.2. Instructional structures are aligned to SPL.

2.2.1.3. Pilot team's curriculum and assessment is designed to reach SPL outcomes.

2.2.1.4. Legal requirements are met.

2.2.1.5. School leaders, teachers, students, and parents are motivated to start SPL.

2.2.2. School successes are shared.

2.2.2.1. Pilot Team develops knowledge and skills to overcome obstacles (e.g. continuous improvement mindset, instructional skills, etc).

2.2.2.2. School leaders, teachers and parents continue to want SPL.

2.3. Summit Personalized Learning pilot teams convert and sustain whole school Summit Personalized Learning environments.

2.3.1. Scaling schools are ready to create an SPL environment.

2.3.1.1. Operational structures are aligned for SPL (e.g. adopt: 1:1 devices, appropriate internet bandwidth, schedule adjustments, grading policy, NWEA MAP use).

2.3.1.2. Instructional structures are aligned to SPL.

2.3.1.3. Scaling school's curriculum and assessment is designed for students to reach SPL outcomes.

2.3.1.4. Legal requirements are met.

2.3.1.5. Parents, district leaders and teachers are motivated to scale.

2.3.2. Scaling schools do SPL for the whole year.

2.3.2.1. Scaling school develops knowledge and skills to overcome obstacles (e.g. continuous improvement mindset, instructional skills, etc).

2.3.2.2. SL, T and P continue to want SPL.

2.4. Districts and CMOs support the growth of SPL environments to other schools within their organization.

2.4.1. Gatekeepers within organization allow SPL to scale.

2.4.1.1. SPL pilot year team identifies gatekeepers likely to block SPL growth and determines/records key concerns of these gatekeepers.

2.4.1.2. Leader with equal or greater authority to the 'blocker' gatekeepers advocate on behalf of SPL growth.

2.4.1.3. SPL team (at SPS) and/or local SPL champion proactively address the concerns raised by 'blocker' gatekeeper.

2.4.2. Organizations' structures and policies are not prohibitive to SPL growth.

2.4.2.1. SPL pilot year team identifies structures and/or policies that are barriers to growth of SPL within organization.

2.4.2.2. Organizational leaders modify any structures and/or policies that are barriers to growth of SPL within organization.

2.4.3. Growth of SPL within organization is strategically coordinated.

2.4.3.1. Organization designates an individual or team to coordinate growth of SPL (SPL coordinator).

2.4.3.2. Coordinator(s) are trained to support scale-out of SPL.

2.4.3.3. The organziation (esp. SPL coordinators) have the tools, resources, and flexibility necessary to coordinate growth of SPL.

2.4.3.4. SPL coordinator organizes the growth trajectory, training, and ongoing support needs of SPL schools within the organization.

3. RESOURCES The SPS/Facebook partnership has the resources to reach its goals.

3.1. SPS has the financial resources to reach its goals. #1617Services

3.1.1. Summit can raise money in advance of need.

3.1.1.1. Long-term financial plans predict how much money SPS will need to support the program in advance.

3.1.1.2. Summit has time to fundraise before it needs the cash.

3.1.1.3. Summit is able to raise the funds it needs.

3.1.2. Summit spends money on the things that help us reach our goals and doesn't spend money on things that don't help us reach our goals. #1617Services

3.1.2.1. The budget is aligned to partnership goals.

3.1.2.2. Unplanned legal costs are minimized.

3.1.2.3. Insurance losses are minimized.

3.1.2.4. Unplanned facilities costs are minimized.

3.1.2.5. Unplanned Summit Schools costs are minimized.

3.1.3. Summit's financial strategy has the right amount of risk.

3.1.3.1. Summit has enough resources to mitigate uncertainties.

3.1.3.2. Summit secures long-term, low-risk financing for buildings.

3.2. The K12 Team has the financial resources to reach its goals.

3.2.1. The K12 team spends money on the things that help us reach our goals and doesn't spend money on things that don't help us reach our goals.

3.2.1.1. The budget is aligned to partnership goals.

3.3. The partnership has the human capital resources to reach its goals.

3.3.1. The partnership is staffed at the "right" levels.

3.3.1.1. The partnership accurately projects current and future human capital needs.

3.3.2. Summit has exceptional faculty. #1617Services

3.3.2.1. Summit attracts (and hires) a exceptional faculty.

3.3.2.2. Summit develops faculty to be exceptional faculty.

3.3.2.3. Summit retains exceptional faculty.

3.3.2.4. Summit faculty have the resources to be successful in their roles.

3.3.3. The K12 team has exceptional personnel.

3.3.3.1. The K12 team attracts exceptional members.

3.3.3.2. The K12 team develops members to be exceptional.

3.3.3.3. The K12 team retains exceptional members.

3.3.3.4. K12 team members have the resources to be successful in their role.

3.3.4. The partnership has robust succession plans.

3.4. Partnership structures support collaboration.

3.4.1. SPS has a robust working culture.

3.4.1.1. Summit faculty are working towards a common vision/mission/aim.

3.4.1.2. Summit faculty make decisions that align with our values and beliefs.

3.4.1.3. Summit faculty work together, collaborate, and communicate in ways that are consistent with our guiding principles.

3.4.1.4. Summit faculty have meaningful, professional relationships with one another.

3.4.2. The partnership has a robust working culture.

3.4.3. The K12 team has a robust working culture.

4. TOOLS Tools and infrastructure that enable Summit Personalized Learning are available and easily accessible.

4.1. Content, curriculum, and assessment supports K-12 Summit Personalized Learning environments.

4.1.1. Base curriculum is improved to high level of quality.

4.1.1.1. SPL Curriculum quality is defined (credible quality rubrics in place).

4.1.1.2. Base curriculum improved to high level of quality.

4.1.2. Base curriculum is accessible, meaning immediately usable by teachers.

4.1.2.1. Specifications and Templates are defined.

4.1.2.2. Teacher instructional support is embedded in the PLP and on-demand.

4.1.2.3. Base curriculum meets specs.

4.1.2.4. Basecamp schools are using parts of the Base Curriculum.

4.1.3. Curriculum is continually improving.

4.1.3.1. Continual improvement process for curriculum is developed.

4.1.3.2. Curriculum library is created and normed.

4.1.3.3. Educator curricula contribution community is built.

4.1.4. Curriculum is scalable and sustainable.

4.1.4.1. Free curricula and assessments in base curriculum are sufficient for enacting SPL.

4.1.4.2. Paid content/curriculum accessible in base/library.

4.1.5. Curriculum is comprehensive of user needs. #1617Services (Digital Citizenship)

4.1.5.1. Pre-K - 5th grade model and Common Assessment Plans are developed.

4.1.5.2. Expeditions is in the PLP.

4.1.5.3. Alignment to standards (across Basecamp and SPS) - e.g. CC, Next Gen, AP, and state and local standards.

4.2. Summit PLP supports K-12 Summit Personalized Learning environments.

4.2.1. PLP is inclusive of all defined outcomes of SPL.

4.2.1.1. The PLP supports student performance and progress on 36 cognitive skill dimensions.

4.2.1.2. The PLP supports students competency on all power focus areas.

4.2.1.3. The PLP supports students' performance on habits of success.

4.2.1.4. The PLP supports students' exposure to and exploration of passions and future goals.

4.2.1.5. The PLP supports students' pursuit of passions and future goals.

4.2.2. PLP supports all users.

4.2.2.1. Student learners are supported.

4.2.2.2. Teachers of students are supported.

4.2.2.3. Parents of students are supported.

4.2.2.4. Mentors of students are supported.

4.2.2.5. Teachers-as-learners are supported.

4.2.2.6. Teacher coaches are supported.

4.2.2.7. School leaders are supported.

4.2.2.8. Curriculum developers are supported.

4.2.2.9. Teacher educators/trainers are supported.

4.2.3. PLP integrates into K-12 infrastructure and content (e.g. SIS, high quality content, curricula, etc.)

4.2.3.1. SIS integrations are flexible and straightforward.

4.2.3.2. Account usage in PLP is a seamless user experience.

4.2.3.3. PLP seamlessly offers excellent SPL-aligned external content.

4.2.3.4. Integration for external content and assessment partners is easy.

4.2.3.5. Efficacy assessment metrics are integrated (e.g. AP, SAT, NWEA MAP).

4.3. There is a playbook of organizational structures and policies aligned to SPL. #1617Services (Tech policies)

4.3.1. The playbook has a consistent structure.

4.3.1.1. Specifications are defined.

4.3.1.2. A model of a playbook entry is created.

4.3.1.3. Quality standards are created.

4.3.1.4. A continuous improvement process is implemented.

4.3.2. The content of the playbook is comprehensive.

4.3.2.1. A table of contents is defined.

4.3.2.2. The authors of the content are selected.

4.3.2.3. Content is developed.

4.3.2.4. The content of the playbook is comprehensive.

4.3.3. Anyone doing SPL knows the playbook exists, and where to find it.

4.3.3.1. Version 1 of the playbook is published.

4.3.3.2. Publication location is determined.

4.3.3.3. SPL partners are told where playbook lives.

4.4. Adult learning content, curriculum, and assessment supports K-12 Summit Personalized Learning Environments.

4.4.1. Curriculum meets quality standards.

4.4.1.1. Curriculum quality is defined (credible quality rubrics in place).

4.4.1.2. Adult learning Base curriculum is developed and used across all programs and adult learners.

4.4.1.3. As PLP features allow, adult learning content and resources support ongoing, "in-role" professional development

4.4.2. Curriculum is accessible, meaning immediately usable by adult learners.

4.4.2.1. Adult learning is embedded in the product and is available on-demand.

4.4.3. Curriculum is continually improving.

4.4.3.1. Continual improvement process for curriculum is developed.

4.4.4. Curriculum is scalable and sustainable.

4.4.4.1. Adult Learning curriculum library created in product and populated with resources.

4.4.5. Curriculum is comprehensive of user needs.

4.4.5.1. Teachers being trained in SPL Teachers engaged in SPL Coaches being trained in SPL Teachers in specific learning programs (eg, credentialing, induction, Basecamp training, orientation, ExPD)

4.5. There is a diverse, high-quality talent pool of SPL teachers.

4.5.1. Local talent pipelines fill demand for high-quality SPL teachers.

4.5.1.1. SPL credentialing and master's residency program is accredited and active in 10 states.

4.5.1.2. Candidates in SPL credentialing/master's residency program represent the demographics of the communitites they serve.

4.5.1.3. SPL tutoring program is granted Americorps National Program status.

4.5.1.4. Graduates of SPL credentialing/master's residency program are hired at 85% or higher rate into SPL schools within three months of promotion.

4.5.1.5. 60% of SPL credentialing and master's residency program graduates work in SPL schools within three years of graduation.

4.5.1.6. SPL schools hiring SPL credentialing/master's residency program graduates report 75% or more "highly likely" or "certain" to hire SPL residency program graduates in the future.

4.5.1.7. 60%+ SPL tutoring program graduates continue into SPL credentialing/master's residency program.

4.5.2. There is a national network of high-quality SPL educators.

4.5.2.1. There is an active online SPL educator community.

4.5.2.2. A "job board" of SPL-trained/experienced educators is ranked the top place (or second place, if region has an active SPL residency model) that SPL hiring administrators look first to hire candidates

5. DEMAND The community demands public, K-12 schools do Summit Personalized Learning. (Community includes K-12 teachers & leaders, students, parents, politicians, colleges, employers, and more.)

5.1. People are convinced that SPL is what their school(s) should be.

5.1.1. People hear that Summit Personalized Learning is positive many, many times.

5.1.1.1. Digital campaigns are able to generate awareness of Summit Personalized Learning.

5.1.1.2. Positive media generates broad awareness for Summit Personalized Learning.

5.1.1.3. SPL is in people's pop culture media (TV, film, Youtube, etc.)

5.1.1.4. Events and conferences are successful in building awareness and thought leadership for Summit Personalized Learning.

5.1.1.5. SPL is regularly in people's email.

5.1.1.6. A family member, friend or colleague shares a testimonial about SPL (in person, digital or social media).

5.1.1.7. SPL is featured content in platform and communications of advocacy organizations.

5.1.2. Compelling and inspiring examples of SPL exist.

5.1.2.1. A mass scale VR experience is created

5.1.2.2. Facilitated, immersive experiences to engage in SPL are created.

5.1.2.3. An online tour of an SPL school is created.

5.1.2.4. XQ Summit school in Oakland is built. #1617Services (facilities, start-up grant, logistics)

5.1.2.5. SPL "recognition programs" (awards, certifications etc.) to promote SPL, and make more prestigious, are created.

5.1.2.6. Tours of Summit Personalized Learning are created.

5.1.2.7. Research about SPL is done and evidence of SPL's efficacy is available.

5.1.3. Credible 3rd parties recommend Summit Personalized Learning.

5.1.3.1. SPL parents, students and teachers recommend SPL to family, colleagues and peers.

5.1.3.2. Cultural icons with first-hand experience with SPL recommend it.

5.1.3.3. Competitive club teams & athletic coaches recommend SPL to parents and student athletes.

5.1.3.4. Foundations/Funders recommend SPL to their prospective grantees (education orgs).

5.2. People believe Summit Personalized Learning is attainable for themselves.

5.2.1. People they know are doing Summit Personalized Learning.

5.2.1.1. SPL is recommended to families by parents, students and teachers.

5.2.1.2. SPL is recommended to educators by peers and colleagues.

5.2.2. People can sign up and do Summit Personalized Learning right away.

5.2.2.1. Summitlearning.org website engages teachers and school leaders with compelling content about SPL

5.2.2.2. K-12 students are able to use the Summit Personalized Learning Platform at home.

5.2.2.3. Individual teachers are able to use Summit Personalized Learning Platform in their classrooms.

5.2.3. People see people like themselves doing Summit Personalized Learning.

5.2.3.1. Examples are available of people doing SPL across diverse profiles (geographic, demographic, age etc.)

5.2.3.2. Cultral icons are parents of SPL students.

5.2.3.3. Cultural icons are students doing SPL.

5.3. Being an SPL graduate is a competitive advantage for acceptance to Top 50 colleges.

5.3.1. Elite colleges say the SPL graduates they accepted are great.

5.3.1.1. Colleges who accept SPL applicants are asked by SPS what they think & why.

5.3.2. Colleges see an SPL profile as a net positive in their admission decisions.

5.3.2.1. A campaign to inform colleges admissions about SPL is carried out.

5.3.2.2. An SPL "college" profile that is unique & compelling is created.

5.3.2.3. Large college donors "sell" the dev/pres/deans on SPL.

5.3.3. Elite colleges accept student work in the Summit PLP as their admissions.

5.3.3.1. 2-3 elite college admissions officers agree to a pilot program to review PLP application and regular application.

5.4. Being a SPL graduate is a competitive advantage for hiring by America's top 100 employers.

5.4.1. Elite employers accept student work in the PLP as their job application.

5.4.1.1. 2-3 elite employers agree to a pilot program to review PLP application and regular application.

5.4.2. Employers see a SPL profile as a net positive in their hiring decisions.

5.4.2.1. Employers see a SPL profile as a net positive in their hiring decisions.

5.4.3. Elite employers say that the SPL grads they hire are great.

5.4.3.1. SPS asks employers who hire SPL applicants what they think and why.

5.4.4. Elite employers hire, retain, and promote SPL graduates.